护理专业学生对临床学习环境的满意度：一项研究
Nursing students' satisfaction of the clinical learning environment: a research study.
作者信息
Papastavrou Evridiki, Dimitriadou Maria, Tsangari Haritini, Andreou Christos
机构信息
Department of Nursing, School of Health Sciences, Cyprus University of Technology, Limassol, Cyprus.
Statistician, Department of Economics and Finance, School of Business, University of Nicosia, Nicosia, Cyprus.
出版信息
BMC Nurs. 2016 Jul 19;15:44. doi: 10.1186/s12912-016-0164-4. eCollection 2016.
BACKGROUND
The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions. The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments.
METHOD
A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T).
RESULTS
Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years.
CONCLUSION
The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students' learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical learning environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.
背景
在支持性且经过教学调整的临床学习环境中获取高质量临床经验是教育机构的重大关切。临床学习质量通常反映课程结构质量。将临床环境评估为学习环境是当代护理教育中的一个重大关切。护理专业学生的满意度被视为此类评估的一个重要因素，有助于推动任何潜在改革，以优化临床环境中的学习活动和成果。本研究的目的是调查护理专业学生对作为学习环境的临床环境的满意度。
方法
采用定量描述性相关设计。抽取了塞浦路斯三所大学的463名本科护理专业学生作为样本。使用临床学习环境、监督与护士教师量表（CLES+T）收集数据。
结果
护理专业学生对临床学习环境高度满意，且他们的满意度与所有临床学习环境构成要素呈正相关，即教学氛围、病房护士长的领导风格、病房护理设施、监督关系（导师）以及护士教师的角色（p<0.001）。有指定导师的学生对监督关系的满意度更高。学生与导师之间的会面频率提高了学生对临床学习环境的满意度。还发现一年级学生比其他年级的学生更满意。
结论
学生认为监督关系是他们对临床学习环境满意度的最具影响力因素。学生在护理团队中的被接纳程度以及详细记录的个体化护理也与学生满意度相关。就学生在临床环境中的学习活动和能力发展而言，教学氛围被认为至关重要。因此，满意度可作为发展临床学习环境的一个重要促成因素，以满足学生的需求和期望。本研究阐明了建立有组织的导师制的价值。
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